Instructional Strategies, Practices and Quality of Service in Local Colleges

This study examined the instructional strategies, instructional practices, and quality of service demonstrated by faculty members in local colleges across Panay Island during the school year 2023–2024. Specifically, it sought to determine the level of instructional strategies employed by faculty, assess the extent to which instructional practices were implemented, evaluate the perceived quality of service provided to students, and examine the relationships and predictive influence of instructional strategies and practices on service quality. A descriptive-correlational research design was employed, with 156 randomly selected faculty members serving as respondents. Data were gathered through a validated and pilot-tested questionnaire and analyzed using descriptive statistics, t-test, Analysis of Variance (ANOVA), Pearson’s r correlation, and multiple regression analysis at a 0.05 level of significance. The findings revealed that faculty members demonstrated a high level of instructional strategies and instructional practices, with learner-centered approaches and lesson delivery emerging as the strongest dimensions. The quality of service was likewise rated high, particularly in terms of responsiveness and academic support. Significant positive relationships were observed among instructional strategies, instructional practices, and quality of service. Regression analysis further showed that instructional strategies and instructional practices jointly predicted 46% of the variance in quality of service, with instructional strategies identified as the stronger predictor. The study highlights the importance of effective and adaptive instructional strategies, along with sound instructional practices, in enhancing the quality of service in local colleges. It emphasizes the need for continuous professional development, adequate resource support, and instructional innovation to sustain quality higher education.